Professional development of early years teachers

Za kakovostno opravljanje vzgojno-izobraževalnega dela je pomemben profesionalni razvoj vzgojiteljev. Le-ti morajo poleg širokega spektra znanj in spretnosti posedovati tudi psihofizične sposobnosti, empatijo ter komunikacijske sposobnosti. Za namen diplomske naloge smo na podlagi kvantitativne raziskovalne metode preučili profesionalni razvoj vzgojiteljev ter vpliv biografij starejših predšolskih vzgojiteljev na profesionalni razvoj mlajših predšolskih vzgojiteljev. S preučitvijo sekundarnih virov in primarnih podatkov, ki smo jih pridobili na podlagi anketiranja in statistične analize, smo prišli do ugotovitve, da med starejšimi in mlajšimi vzgojitelji ne obstajajo statistične razlike v vplivu posameznih oblik strokovnih usposabljanj, ter da na njihov profesionalni razvoj ne glede na starost vplivajo podobni dejavniki, kot so branje strokovne literature ter stalno strokovno izpopolnjevanje na tematskih konferencah in ostalih usposabljanjih.Professional development of teachers is critical to high-quality educational work. Teachers must possess a wide range of knowledge and skills, as well as psychophysical capacities, empathy, and communication skills, in addition to a broad range of information and skills. The goal of our diploma work was to investigate teacher professional development and the impact of biographies of older preschool teachers on the professional development of younger preschool teachers using a quantitative research method. From an analysis of secondary sources and primary data obtained through surveys and statistical analysis, we established that there are no statistical variations in the influence of various kinds of professional training on older and younger teachers, and that their professional development is influenced by similar factors, such as reading professional literature and continuous professional development at thematic conferences and other venues, regardless of age.